James, Sara Louise

James, Sara Louise

Unique reference number (URN): EY336966 Address: 16 Achilles Close, Walsall, WS6 6JW Type: Childminder Registered with Ofsted: 27/09/2006 Registers: EYR, CCR, VCR Registered person: James, Sara Louise

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children are typically motivated to learn and progress well from their starting points. Children typically achieve well in their physical development. They successfully use their small-muscle skills to grasp tweezers and pick up objects. They focus their attention on tasks, such as using writing tools on the magnetic board, communicating how they are making 'roads'. Children handle books confidently, turning pages for themselves. They point to pictures in the book and learn to recall prior learning, such as a recent visit to feed the ducks at the park. When children see a picture of honey, this sparks a conversation about bees. Furthermore, children are becoming confident talkers as they are reassured to have a go by the childminder at discussing familiar books. This ensures children, including those with additional needs, progress well over time and are prepared for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder fosters a respectful and trusting environment that helps children to feel safe. She interacts with children by being an active play partner, which motivates them to persist in their chosen play. This approach helps children to develop positive attitudes to their learning. The childminder uses shared books to teach children about having 'kind hands'. She maintains positive relationships with the children, and they respond well while engaged in a two-way flow of conversation. The childminder helps children to understand their emotions by discussing their real experiences, like when they felt sad. After finishing the book, the children give the childminder a 'high five' before closing the book and putting it away. As a result, children typically behave well at this nurturing setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for all children's behaviour in her care. The childminder has established effective partnerships with parents. She has systems in place to monitor children's regular attendance. This ensures any barriers to learning are overcome and families develop positive attitudes towards their children's education.

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Children's welfare and wellbeing Expected standard

The childminder has established an inclusive environment for all children to reach their full potential. Children learn through the curriculum to explore their emotions. The childminder uses her facial expressions and tone of voice to help children understand and express various emotions, such as anger, sadness and happiness. This ensures children are learning to regulate their own feelings through the support of the secure attachments they have formed with the childminder.

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Children's welfare and wellbeing Expected standard

The childminder has effective care practices in place. She meets children's individual needs through her warm, caring and responsive interactions. For example, she notices when children are hungry so adapts her routines to meet the needs of individual children. As a result, children have built a sense of safety around her and appear happy.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop positive attitudes towards their physical development. Children keep active by visiting local parks and enjoy the use of the outdoor garden. The childminder promotes healthy meals at her setting. She works closely with parents to ensure children are provided with a nutritious lunch. In addition, she assesses risks for routines such as sleeping arrangements and explains her approach to managing digital safety for children of all ages.

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Curriculum and teaching Expected standard

Overall, the childminder has designed a sequenced curriculum that encourages all children to build on their knowledge and skills, including personal, social and emotional development and physical skills. She uses the interests of children to plan playful learning experiences. This approach supports all children to learn and remember more for their age and stage of development. For example, children progress from learning new words to forming sentences. When the childminder reads stories about different emotions, children contribute well and complete the sentences. This ensures children, including those with special educational needs and/or disabilities, are developing well in their communication and language skills.

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Curriculum and teaching Expected standard

Typically, the childminder uses assessments to check what children know and can do. She adapts her teaching appropriately for those who face other barriers to learning and/or wellbeing. Children learn from a range of learning experiences, including to recognise colours. However, children become overwhelmed with too many colour choices. The childminder does not focus precisely on children's next steps in these planned activities to help children learn and practise new skills.

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Curriculum and teaching Expected standard

Children are learning to count and recognise shapes using number books for one-to-one counting and drawing shapes. However, they lose focus when counting larger numbers due to not having grasped the counting of smaller numbers. This means the childminder should improve her approach to teaching mathematics so that children build a solid foundation in early mathematical skills.

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Inclusion Expected standard

The childminder has a kind and caring approach towards all children. She generally has the skills to identify the needs of all children. She has implemented a system to assess their skills and knowledge. Through this process, she identifies each child's next steps and any emerging developmental concerns, including children with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning and/or wellbeing. The childminder adopts a plan-do approach to address individual needs and recognises when additional support from external agencies may be necessary. The childminder works closely with parents and values the positive relationship she has with them. She understands the importance of seeking advice from the local authority for children with SEND. However, the childminder is yet to access further training to meet all children's emerging needs when they arise.

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Inclusion Expected standard

Children who are previously known to social care and those who face barriers to their learning and/or wellbeing progress well. The childminder takes time in getting to know each family and encourages open, two-way communication. She keeps her knowledge up to date about extra funding available to children, such as the early years pupil premium.

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Leadership and governance Expected standard

The childminder is effective at implementing the early years foundation stage for all children. She positively enhances the quality of care to support and promote positive outcomes for them. The childminder collaborates with the local school to share information about children attending her setting, ensuring continuity in learning and keeping parents informed. In addition, parents report the communication with them is clear and supportive, and they are always kept up to date about their children's progress and learning. This ensures partnerships with parents are well established so that children thrive and achieve well.

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Leadership and governance Expected standard

The childminder has a positive attitude towards her own learning and development and understands the importance of keeping this up to date. She is aware of how to access further training to support her knowledge and skills. For example, the childminder reads weekly updates she receives from the local authority to learn about any local issues and identify relevant upcoming training to inform her practice. Furthermore, she engages with external agencies, such as the local authority early years, to seek advice and guidance on the learning and developmental needs of children. This ensures the childminder understands her duties and care responsibilities around children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are content in the home of the caring childminder. They make independent choices from the variety of experiences on offer to them. For example, they pick up magnetic boards to draw and make marks. The childminder helps them to recall events to develop their imagination. Children show confidence as they talk about the marks they have made. This ensures children are able to freely express themselves. As a result, they feel their views are respected and valued.

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What it's like to be a child at this setting

Children develop a love for books, choosing to select them independently as part of their play. They bring books to the childminder to read aloud. The childminder uses effective teaching methods to teach children by repeating key vocabulary. Through this experience,

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Inspector:

Dal Malhi children learn about different emotions and demonstrate their understanding by identifying expressions they see in the books. This helps them recognise and name their own feelings. As a result, children's personal, social and emotional development is well supported.

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Inspector:

Children typically progress well through their developmental milestones. Their next steps are planned for and any barriers to learning for all children are addressed quickly. Children learn to form sentences and become confident speakers. They demonstrate they are valued through conversations they have with the childminder. As a result, all children gain the relevant skills to develop their communication and language.

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Inspector:

Children learn through nurturing relationships that they have formed with the childminder. They invite the childminder into their play and confidently engage in discussions. Children benefit from the effective strategies in place that help them to develop their independence skills. They are encouraged to have a go through daily routines and to try things out for themselves. In addition, children develop positive habits through regular attendance as a result of the safe and secure environment, which supports their wellbeing.

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Next steps

The childminder should enhance her training to meet all children's emerging needs when they arise. The childminder should focus even more precisely on children's next steps in planned learning experiences. The childminder should strengthen teaching in mathematics so that children develop their early counting and number work.

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About this inspection

The inspector spoke with the childminder and children and took account of parents' written views during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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